Principles of Professionalism in School Principalship

Karataş, İbrahim

doi:10.13189/ujer.2019.070232

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…Organizational behaviors: Whether it is the public, private sector or nongovernmental organization, the dominant influence of the values and principles of Islam can be mentioned in institutional structures and organizational behavior codes. These elements can be seen in the beliefs, attitudes and behaviors of school administrators and teachers toward their jobs, colleagues, students and parents (Karataş, 2019). The definition of school administrators as "father", teachers as "mother", school as "home" and students as "son/daughter" is proof that the school is perceived in terms of family values (Karataş & Parpucu, 2013).…”

Section: Islamic References and Effects In The Practice Of Teaching A...mentioning

confidence: 99%

Islamic educational leadership

Sumintono¹,

Kusumaputri²,

Hariri³

et al. 2023

Islamic-Based Educational Leadership, Administration and Management

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Rania Sawalhi, Ph.D. in educational leadership from the University of Warwick.Rania has won a number of awards such as the Sheikh Faisal bin Qasim Award for Educational Research 2019 and the ICSEI/JPCC 2020 Innovation Award, and has a number of research published in peer-reviewed journals. In addition, Rania is a co-founder of Eduenterprise a non-profit organisation registered in the USA and has launched the Educational Leadership Lab applying design thinking approach. In addition to launching the Rushd educational leadership coaching e-platform, she is a co-founder of WomenEdMENA. She has more than 20 years of experience working in K-12 and higher education.

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Section: Islamic References and Effects In The Practice Of Teaching A...mentioning

confidence: 99%

Islamic educational leadership

Sumintono¹,

Kusumaputri²,

Hariri³

et al. 2023

Islamic-Based Educational Leadership, Administration and Management

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“…Karataş (2019:590) explains that effective principal leadership refers to the seven principles for sustainable leadership compiled by Hargreaves and Fink. They suggest that in order for school principals to be successful, they should (Karataş 2019):…”

Section: School Effectivenessmentioning

confidence: 99%

Contextual factors and leadership at underperforming schools

Wolhuter¹,

Jaarsveld²,

Challens³

2021

Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the authors. The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThe argumentative point of departure of this scholarly book is the common conviction of specialists in the field of education in South Africa that the national education system is not at a satisfactory level, in both the academic and public discourses. Such allegations are made, and, frequently, stronger adjectives than 'non-satisfactory' are used. Results of international test series in which South Africa has participated, such as the 2015 Trends in International Mathematics and Science Studies (TIMSS) tests, confirm the negative verdicts found in the (public and scholarly) discourse. This book aims to argue that although the lack of performance could be attributed to a multiplicity of factors, one factor that can make a difference in the achievement levels obtained by learners in schools is leadership. The book demonstrates that a particular problem of both the scholarly and the public discourse on education in South Africa is an overtone of defeatism or resignation, blaming all ills in the education system and educational institutions on historical legacies and/or contextual factors (such as socio-economic deprivation in the catchment areas of schools) or poor resources and infrastructure. This collected work was inspired by a recently published spate of articles on top-performing schools (including top-performing schools in rural/townships), in which it was demonstrated that good leadership can overcome such contextual and other challenges. The book discusses the issue of leadership in South African schools from a number of perspectives, thus contributing to the development of the scholarly discourse on Educational Leadership in South Africa. The target audience of the book comprises scholars of Educational Leadership. The research reported in this book draws on a wide range of methodologies, including empirical (survey) research (questionnaires and interviews), critical literature surveys and the comparative method. The chapters constitute original research not published elsewhere. The chapters were put through iThenticate analysis and contain no plagiarism. The contents of the document reflect the views of the author(s) of each chapter, who is or are responsible for the facts and accuracy of the information.

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“…Profesionalitas pendidik untuk memahami kemampuan siswa dalam berpikir dan meningkatkan keahlian dalam mengajar atau akan menjadi sebuah prestasi pada guru (Nolan & Molla, 2019). Profesionalitas sangat menentukan keahlian dalam pengetahuan dan keterampilan mengajar yang dimiliki oleh guru sehingga pengembangan profesional harus dilatih kembali (Karataş, 2019). Sertifikasi pendidik adalah bukti bahwa guru tersebut profesional.…”

Section: Pembahasan Demografi Personality Profesionalitas Guru Tingkat Berpikir Siswa Dan Jenis Soal Ujianunclassified

Pengaruh Masa Kerja dan Profesionalitas Guru terhadap High Order Thinking Skill Siswa SMK melalui Level Soal Ujian

Kholifiatin

Sutadji

Patmanthara

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: Many teachers in making exam questions do not pay attention to the level of cognitive realm that is High Order Thingking Skill to achieve quality graduates so that they have not been able to improve students' thinking skills. The purpose of the study was to describe the influence of teacher personality demographics and professionalism on students' level of thinking with the type of exam questions made by the teacher. This research is a type of ex post facto research that is descriptive and inferential. Data analysis techniques in this study used descriptive analysis and Path Analysis. The result of data analysis showed that Vocational High School’s students have low thinking level. Students' thinking ability is influenced by the types of questions created by the teacher.Abstrak: Banyak guru dalam membuat soal ujian belum memperhatikan tingkat ranah kognitif High Order Thingking Skill untuk mencapai lulusan yang berkualitas sehingga belum dapat meningkatkan kemampuan berpikir pada siswa. Tujuan penelitian ini untuk mendeskripsikan pengaruh demografi personality dan profesionalitas guru terhadap tingkat berpikir siswa dengan jenis soal ujian yang dibuat oleh guru. Penelitian ini merupakan jenis penelitian ex post facto yang bersifat diskriptif dan inferensial. Teknik analisis data dalam penelitian ini menggunakan analisis diskriptif dan Path Analysis. Hasil analisis data menunjukkan bahwa siswa SMK memiliki tingkat berpikir rendah. Kemampuan berpikir siswa dipengaruhi oleh jenis soal yang dibuat oleh guru.

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Principles of Professionalism in School Principalship

Cited by 8 publications

References 5 publications

Islamic educational leadership

Islamic educational leadership

Contextual factors and leadership at underperforming schools

Pengaruh Masa Kerja dan Profesionalitas Guru terhadap High Order Thinking Skill Siswa SMK melalui Level Soal Ujian

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